NRS 493 Topic 10 Discussion: Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment.

NRS 493 Topic 10 Discussion: Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment.

NRS 493 Topic 10 Discussion: Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment.

Topic 10 DQ 2

Assessment Description

Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment. What obstacles could challenge this plan, and what steps will you take to minimize their impact?

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Topic 10 DQ 2

 EBP is an essential component of the practice of a BSN-prepared RN because it prepares RNs with appropriate skills in nursing practice such as patient care, leadership, and healthcare management. EBP also enables RNs to improve advocacy and policy areas, incorporate technology in nursing practice, and promote interdisciplinary collaboration (Melnyk & Fineout-Overholt, 2022). The two ways to continue integrating evidence into my practice and encourage it within my work environment include continuous training and professional development and active engagement in nursing conferences (Melnyk & Fineout-Overholt, 2022). Continuous training and professional development are crucial in motivating the RNs to assume evidence and incorporate it into the organizational culture. On the other hand, Dang et al., (2021) argue that active engagement in nursing conferences is crucial in promoting best nursing practices, clinical judgment, and accessing the best available research, which are vital in promoting integration of evidence into practice.

  The obstacles that could challenge the integration of evidence into my practice and encourage it within my work environment include the inadequacy of necessary clinical support tools to support EBP integration such as appropriate guidelines for the execution and sustenance of EBP (Alatawi et al., 2020). This challenge can be mitigated by designing organizational tools such as clinical practice guidelines to assist in promoting decision-making in EBP implementation and clinical practice.  The other potential obstacle is poor organization support. This obstacle is characterized by the failure of management to provide critical resources for EBP implementation such as financial resources, human resources, training opportunities, and incentives to promote EBP implementation. Failure to provide these resources may discourage nurses from implementing EBP (Taylor et al., 2021). This challenge can be addressed by ensuring active engagement of the management in the process of EBP implementation to ensure all necessary resources are availed to facilitate EBP implementation.

References

Alatawi, M., Aljuhani, E., Alsufiany, F., Aleid, K., Rawah, R., Aljanabi, S., & Banakhar, M. (2020). Barriers of implementing evidence-based practice in the nursing profession: A literature review. American Journal of Nursing Science, 9(1), 35-42. Doi: 10.11648/j.ajns.20200901.16

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: model and guidelines. Sigma Theta Tau.

Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.

Taylor, C., Mulligan, K., & McGraw, C. (2021). Barriers and enablers to the implementation of evidence‐based practice in pressure ulcer prevention and management in an integrated community care setting: A qualitative study informed by the theoretical domains framework. Health & Social Care in the Community, 29(3), 766-779. https://doi.org/10.1111/hsc.13322